Category Archives: Theories, Policies and Practices

My positionality at UAL is informed by my experience as a white, queer and trans, precariously employed AL. As a member of the LGBTQ+ community, I have first hand experience of the importance of community solidarity as a bulwark against … Continue reading →

Yesterday, I taught a day of workshops in a secondary school in Whitechapel on making comics. During the day I taught in seven different year 9 classes, and oversaw the creation of comics that ran the gamut from interstellar battles … Continue reading →

I found the Bradbury article (2020) a really interesting read, even though it centers on primary schools rather than universities, so much of Bradbury’s Critical Race Theory framework can be carried across. I found this idea particularly useful: An acceptance … Continue reading →

Outside of UAL, my creative practice engages regularly with disabled people – particularly adults with late stage dementia and young people with profound and multiple disabilities. I have always seen this work as fairly separate from my teaching practice but … Continue reading →

 Introduction As an HPL on the Illustration BA and MA at Camberwell, I run individual and group tutorials with students facilitating crits and tailoring feedback to help individuals progress their ideas within the parameters of the course. One of my … Continue reading →

Introduction: Teaching on BA and MA Illustration at Camberwell, I run regular group tutorials. These can sometimes feel formulaic: students present their work one at a time, then need to be heavily prompted to engage critically and feedback to their … Continue reading →

As we were not able to find a time for Kwame to come in person, I sent him my lesson plan and slides for a workshop I taught to my year 3 students on BA Animation. The workshop was about … Continue reading →

Introduction  As an associate lecturer on the BA and MA at Camberwell, I teach students with a wide range of backgrounds and learning needs. I don’t see them regularly or for very long, and I don’t have any paid planning … Continue reading →

Some of the best learning I have got out of the PG Cert so far has been in interactions with peers. The session I enjoyed the most was the microteach: observing and participating in other people’s practice, I picked up … Continue reading →

In 1984, in her essay The Uses of the erotic, Audre Lorde states: The sharing of joy, whether physical, emotional, psychic, or intellectual, forms a bridge between the sharers which can be the basis for understanding much of what is … Continue reading →